Links to the Victorian Curriculum – English
Speaking and listening, literacy: Interacting with others
Level 3:
- Plan and deliver short presentations, providing some key details in logical sequence, using appropriate tone, pace, pitch and volume (Content description VCELY276)
Level 4:
- Interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to share and extend ideas and use interaction skills (Content description VCELY307)
Speaking and listening, language: Language for interaction
Level 4:
Links to the Victorian Curriculum – English as an Additional Language (EAL)
Pathway B
Speaking and listening
Level BL:
- Identify basic items of information in short spoken texts
(VCEALC167)
- Participate in predictable social interactions appropriately
(VCEALA168)
- Construct two- or three-word utterances, with the support of actions, gestures or visuals
(VCEALL173)
Level B1:
- Identify some key points of information in short spoken texts, with guidance
(VCEALC245)
- Participate in extended conversations with reliance on other speakers to scaffold, interpret, clarify or elaborate
(VCEALC243)
- Construct short utterances that use common adjectives to describe or add emphasis
(VCEALL252)
Level B2:
- Identify key points of information in short spoken texts
(VCEALC326)
- Enhance own spoken texts with appropriate non-verbal strategies
(VCEALA330)
- Describe and identify people, places and things using simple vocabulary for colour, size, place, location, time
(VCEALL333)
Level B3:
- Understand a new topic delivered with extensive contextual and teacher support
(VCEALC406)
- Identify and use features of formal and informal spoken texts
(VCEALA410)
- Adapt speech to suit a variety of registers
(VCEALL413)
Theory/practice connections
'Scaffolding' is the term widely used to describe the classroom processes, which are put in place to assist students' development, until such a time that they no longer require the supports. It has long been recognised that classroom talk is a scaffold for reading and writing.
However, less common is the scaffolding of the talk itself. Taking a Vygotskyian perspective, teachers can organise classroom interactions where peers support the scaffolding process.
Informal talk situations allow students to develop the pragmatics of oral language, such as, turn taking, asking questions and building conversations.
Formal talk situations allow students to present their understandings, address large audiences and prepare the talk. As with writing, the formality of language changes according to the purpose for the talk and the audience.
Additional resources
Teacher artefact for sharing with students.
Learning Intention
We are learning to evaluate our talk presentations.
Success criteria
- I can participate in informal conversations, taking turns to speak and asking questions.
- I can use criteria to evaluate a formal oral presentation.
Role of the reader
Text participant: Sharing knowledge and experiences.
Group size
Partner, whole class
Lesson sequence
-
Modelling talk: The teacher brings in an artefact of significance from his/her past and presents it to students with an oral description. Students ask questions about the artefact and its importance. The teacher then presents the students with a reflective think aloud based upon the purpose of the oral presentation, and the students determine whether the communication was successful. For example a checklist could include:
- I wanted to tell you about how I obtained the artefact
- I wanted to convey its importance to my family
- I wanted you to know where I grew up.
- Students are asked to consider an artefact, or a photo from their past or their family's past to share with the class. Students prepare a short talk describing the artefact and its significance. They think about the purpose of the talk and the messages they wish to convey.
-
Scaffolding the talk: Students share their artefact with a partner and discuss the talking points that could be included in a formal presentation.
- As a class, jointly construct a set framework to guide the oral presentation, which can then be used by students as a planning tool.
Assessment: Create a checklist, to use as a self-assessment tool, after the presentation has been given. The teacher can also use this checklist for formal assessment.
Differentiation
Students may choose supports to help with their oral presentation. These could include creating drawings, a timeline, a map projected on the interactive white board or other visual prompts to assist their discussion. Similarly, cue cards could be organised.
Some students may follow an historical inquiry about an artefact.